La articulación entre los niveles de definición de la política educativa en Argentina. La experiencia del plan de capacitación docente Escuelas de Innovación (2011–2015)
Education policies are defined at macro, meso, and micro levels. These levels are articulated in a context of federalism in Argentina to achieve their implementation. In the case of digital inclusion policies and teaching training actions, such articulation is crucial for their development. This art...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2022
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/11731 |
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| Sumario: | Education policies are defined at macro, meso, and micro levels. These levels are articulated in a context of federalism in Argentina to achieve their implementation. In the case of digital inclusion policies and teaching training actions, such articulation is crucial for their development. This article explores some findings of a research work on public policies for teacher training, which digs into the experience of the Argentine training plan called Escuelas de Innovación (2011–2015) and its articulation with provincial jurisdictions. Framed in a qualitative and interpretative methodology, fieldwork was focused on in–depth interviews with members of the aforementioned plan. |
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